#42 LEARN FREE MUSIC THEORY

Andrew Furmanczyk
3 Dec 201019:55
EducationalLearning
32 Likes 10 Comments

TLDRThe video teaches music theory, focusing on melodic cadences. It instructs creating 4 bar melodies with imperfect cadences, then deriving 4 bar answers with perfect cadences. The teacher recommends composing melodies in your head first with rhythmic motives, using mainly steps and small leaps, ending with a cadence approached by step. For homework, compose 5 question-answer melody pairs using different keys and time signatures. Try playing and recording them. This teaches creative composition while properly utilizing the building blocks of cadences.

Takeaways
  • 😀 We're going to learn about writing melodies using question and answer phrases with cadences
  • 😊 Questions will be 4 bars long ending with an imperfect cadence, answers derived from question
  • 🎹 Use different keys, time signatures, rhythms and intervals to give melodies variety
  • 🎶 Start with simple melodies, avoid big leaps between notes
  • 🎵 Approach cadence with small intervals like 2nds or 3rds
  • 🎼 Use keyboard style notation for single melody line
  • 💡 Try composing melody in your head first before writing it down
  • 🎶 Give melody rhythmic motive using specific note durations
  • 👂 Listen back and refine melodies until they sound good
  • 🎻 Optional: Record your melodies and submit as video response
Q & A

  • What is the focus of lesson number 42 in the Learn Free Music Theory series?

    -The focus is on a more relaxed approach to learning about cadences, specifically applying imperfect cadences in a fun way through question and answer melody writing.

  • What are the basic parameters for the melody writing exercise described in the lesson?

    -The exercise involves writing a four-bar melody that uses imperfect cadences to end each question and answer phrase.

  • Can you name a few composers mentioned who commonly used four-bar measures in their compositions?

    -Mozart, Bach, Handel, Haydn, and Beethoven are mentioned as composers who frequently worked with four-bar measures.

  • What cadences are suggested for use in the melody writing exercise?

    -The suggested cadences are one-five (I-V), two-five (II-V), or four-five (IV-V), with emphasis on using them as imperfect cadences.

  • How does the lesson suggest creating an 'answer' section in the melody writing?

    -The 'answer' section should be derived from the 'question' section, possibly by altering the melody slightly, such as changing its pitch or ending it with a perfect cadence (V-I) to provide closure.

  • What is the purpose of using imperfect and perfect cadences in melody writing, according to the lesson?

    -Imperfect cadences are used to create a sense of continuation, urging the piece forward, while perfect cadences provide a sense of resolution and closure, akin to finishing a chapter in a book.

  • Why is Beethoven specifically mentioned in relation to cadences?

    -Beethoven is highlighted for his frequent use of the V-I (five-one) cadence, demonstrating how basic chord progressions can be creatively employed to produce beautiful music.

  • What homework is assigned at the end of the lesson?

    -The homework involves composing five question and answer melodies, each four bars long, using different keys and time signatures, and incorporating both imperfect and perfect cadences.

  • How does the lesson propose modifying the 'answer' section in melody writing?

    -The 'answer' section can be modified by changing the melody's pitch or rhythm, or by ending with a perfect cadence, to differentiate it from the 'question' section while maintaining a logical connection.

  • What tips are given for creating more effective melodies?

    -Suggestions include keeping jumps to a minimum for a better-sounding melody, using small intervals for smooth voice leading, and approaching cadences with a second or third interval to ensure natural flow.

Outlines
00:00
🎼 Introduction to Cadences and Melody Writing

This segment introduces a relaxed lesson on cadences, focusing on using imperfect cadences for creating question and answer melodies. The instructor outlines the plan to write a four-bar melody using the knowledge of imperfect cadences, with the aim of applying this to a fun, interactive exercise. The concept of question and answer in melody writing is revisited, emphasizing the use of cadences to create a dialogue within the music. The lesson plans to explore simple parameters for composing melodies and encourages experimentation with different cadences (1-5, 2-5, or 4-5) to end phrases. The importance of cadences in conveying feelings of continuation or conclusion in musical pieces is highlighted, drawing parallels to storytelling and the emotional journey in music composition.

05:02
🎹 Example of Question and Answer Melody

In this part, the instructor provides a practical example of composing a question and answer melody in C major, initially with a two-bar example for simplicity, but encourages a four-bar composition. The focus is on using an imperfect cadence to conclude the question part, followed by the answer part which creatively modifies the question melody, concluding with a perfect cadence. The explanation includes technical details on melody composition, such as chord tones, keyboard style writing, and the use of anticipation notes. The segment illustrates how variations in melody and cadences can evoke different emotional responses, encouraging experimentation with rhythm, harmony, and melodic contours.

10:04
📚 Advanced Techniques in Melody Writing

This section delves deeper into melody writing techniques, emphasizing the creative process and the importance of rhythm, cadence choice, and interval modifications. It discusses how adjusting these elements affects the mood and character of the piece. The instructor encourages exploring different keys, time signatures, and cadences to enhance creativity in composition. The concept of continuity in melody writing is explored, highlighting the impact of rhythmic motifs and the logical progression of musical ideas. This part aims to broaden the student's understanding of composing music by experimenting with various compositional techniques to create expressive and cohesive melodies.

15:05
🏫 Homework Assignment and Composition Tips

The final segment assigns homework, tasking students to compose five question and answer melodies, each four bars long, using both imperfect and perfect cadences in different keys and time signatures. The instructor advises on maintaining simplicity and emotional effectiveness in melody writing, suggesting minimal jumps and smooth voice leading towards cadences for natural flow. Students are encouraged to share their compositions through video responses for feedback. This part emphasizes the value of practice and experimentation in developing compositional skills and encourages students to explore their creative potential while adhering to foundational music theory principles.

Mindmap
Keywords
💡Cadences
Cadences are harmonic progressions that signal the end of a musical phrase, acting as musical punctuation. In the video, the instructor focuses on two types: imperfect and perfect cadences. Imperfect cadences (such as I-V, II-V, or IV-V) create a sense of anticipation and are used mid-phrase to propel the music forward, while perfect cadences (V-I) provide a sense of resolution, signaling the end of a section or piece. The concept is central to the lesson, illustrating how cadences can be used creatively in melody writing to generate feelings of continuation or conclusion.
💡Question and Answer Melody Writing
This concept refers to a compositional technique where a musical phrase (the question) is followed by a responding phrase (the answer). The video instructs viewers on creating melodies using this technique, incorporating cadences to end each phrase. The 'question' ends with an imperfect cadence, suggesting continuation, while the 'answer' concludes with a perfect cadence, providing closure. This approach helps students understand how to structure melodies in a conversational manner, fostering creativity and engagement with the music.
💡Imperfect Cadence
An imperfect cadence is a musical term described in the video as a harmonic progression that does not resolve to the tonic but rather to a dominant or other non-final chord, creating a sense of anticipation. The instructor explains how this type of cadence is used to keep the music moving forward, rather than providing a sense of closure. This concept is crucial for students to understand how to create melodies that invoke a desire to continue listening.
💡Perfect Cadence
A perfect cadence is a harmonic progression from the dominant chord (V) to the tonic (I), creating a strong sense of resolution and finality. In the context of the video, the perfect cadence is used to conclude the 'answer' part of the melody writing, signaling the end of the musical conversation. This teaches students how to effectively conclude their musical ideas, giving them a tool to evoke a feeling of completion in their compositions.
💡Four Bar Phrases
The video emphasizes the use of four-bar phrases in composition, a common structure in Western music. The instructor mentions that many composers, including Mozart, have utilized this structure, which serves as a manageable framework for creating melodies. By working within four-bar phrases, students learn to construct concise, coherent musical ideas, providing a foundation for both the 'question' and 'answer' parts of their compositions.
💡Voice Leading
Voice leading refers to the way individual melodic lines or voices move from one note to the next within a piece of music. The video highlights the importance of smooth voice leading, especially when approaching cadences, to create melodies that flow naturally. Good voice leading involves minimizing leaps and using stepwise motion or small intervals, which is crucial for students to master in order to write melodies that are musically satisfying and easy to listen to.
💡Chord Tones
Chord tones are the notes that make up a chord, typically the root, third, and fifth for triads. In the lesson, the instructor discusses using chord tones in melody writing, particularly in forming cadences. By focusing on chord tones, students learn to create melodies that harmonically align with the underlying chord progressions, ensuring that their compositions are coherent and harmonically sound.
💡Keyboard Style
Keyboard style, as mentioned in the video, refers to a way of writing music that is idiomatic to keyboard instruments like the piano. This style involves writing melodies and accompaniments that can be played comfortably on a keyboard, incorporating elements like voice leading and chord tones. The instructor uses this style to demonstrate melody writing, showing students how to craft melodies that are playable and effective on piano.
💡Homework Assignment
The video concludes with a homework assignment for viewers, tasking them to compose five question and answer melodies using the techniques discussed in the lesson. This assignment is designed to reinforce the concepts of cadences, melody writing, and voice leading, encouraging students to apply what they've learned creatively. It emphasizes using different keys and time signatures to broaden the students' compositional skills.
💡Composing Techniques
Throughout the video, various composing techniques are discussed, including the use of rhythmic motifs, melody variation, and the strategic use of intervals and leaps for emotional impact. These techniques are intended to equip students with the tools needed to write engaging and coherent melodies. The instructor's focus on these techniques helps students understand the nuances of composition and encourages them to experiment with their musical ideas.
Highlights

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Transcripts

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